Ounce training march 2nd

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Social EmotionalTeaching Strategies

Module 2 Handout

Promoting Social Emotional Competence

A Book for Diego!

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Visuals of Routines!

Make The Circle Time Helper a Job!

Where are your Circle time Tools?

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Promoting Social Emotional Competence

Designing Supportive EnvironmentsDesigning Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

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Trigger Behavior Maintaining Consequence

• Group play: centers and outside play with peers

Setting Events (if applicable):

Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim

Preventions New Skills New Responses

• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Self-monitoring form to work on new skills

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help

To Challenging Behavior:

To Use o New Skill:

Tim’s Support Planning Chart

Function : Obtain toy/play




Does not teach

Change in classroom or teacher or schedule

•Teaches child replacement skill that honors the function

To Challenging Behavior:To Use of New Skill:• Must monitor new skill• Must have several reinforcement that honors function

• Fade over time based on progress

Function:

Obtain toy/play

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Agenda

• Introduction• Identifying the Importance of Teaching Social

Emotional Skills: Why, When, What, and How• Developing Friendship Skills• Enhancing Emotional Literacy Skills• Controlling Anger and Impulse• Problem Solving• Pulling It All Together

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Learner Objectives

• Participants will be able to discuss why it is important to be more intentional about teaching social emotional skills.

• Participants will be able to identify strategies for supporting the development of friendship skills.

• Participants will be able to define emotional literacy and identify activities that build “feeling vocabularies.”

• Participants will understand the importance of providing opportunities for children to begin to understand their own, as well as others’ emotions.

• Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify strategies to teach anger management skills.

• Participants will understand the importance of teaching problem solving and will be able to identify problem solving steps.

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What Is Social Emotional Development?

• A sense of confidence and competence• Ability to develop good relationships with

peers and adults/make friends/get along with others

• Ability to persist at tasks• Ability to follow directions• Ability to identify, understand, and

communicate own feelings/emotions• Ability to constructively manage strong

emotions• Development of empathy

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What happens when children don’t have these skills?…

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Identifying Teachable Moments

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3 Before Me3 Before Me3 Before Me3 Before Me

1. Think to myself

2. Check the direction chart.

3. Ask a Classmate

If you still need help clip your name to the chart for teacher help.

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Teach Rules in theContext of Routines

Stages of Learning

• Acquisition – new skill or concept• Fluency – the ability to immediately use the

skill or concept without a prompt• Maintenance – continuing to use the skill or

concept over time• Generalization – applying the skill or

concept to new situations, people, activities, ideas, and settings

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Friendship Skills

Think about children who are well liked and friendly…

What do you notice about their behavior that makes it easier for them to make friends?

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Friendship Skills

• Gives suggestions (play organizers)

• Shares toys and other materials

• Takes turns (reciprocity) • Is helpful• Gives compliments• Understands how and

when to give an apology• Begins to empathize

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Setting the Stage for Friendship

• Inclusive setting• Cooperative use toys• Embed opportunities• Social interaction goals and

objectives• Atmosphere of friendship

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Strategies for DevelopingFriendship Skills

• Modeling • Modeling with video• Modeling with puppets• Preparing peer

partners• Buddy system• Priming• Direct modeling• Reinforcement

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Activities to Support the Development of Friendship Skills

• Friendship Can• Planting Seeds of Friendship• Friendship Tree/Compliment

Tree• Books about Friendships• Friendship Quilt• Friendship Journal• Music/Songs

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Video 2.6: Using Puppets

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Video 2.7: Friendship Art

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Video 2.9: Super Friends

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ActivityEmbedding Friendship Opportunities into

Daily Routines and Activities

Arrival

Circle Time

Center Time

Small Group

Outside

Snack

Story Time

Good-bye Circle

Transitions2.2-2.3

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Catch Them Being Good!!!!

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Emotional Literacy

Emotional literacy is the ability to identify, understand, and express emotions in

a healthy way.

What is emotional literacy?

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Children with a Strong Foundationin Emotional Literacy:

• tolerate frustration better• get into fewer fights• engage in less

destructive behavior• are healthier• are less lonely• are less impulsive• are more focused• have greater academic

achievement

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Activity“Table Talk”

With your table mates…

Write a list of feeling words that you would most want to teach the pre-k children you work with.

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Enhancing Emotional Literacy…

• Direct Teaching• Indirect Teaching

• Use of Songs and Games• How would you feel if…?

• Checking In• Feeling Dice and Feeling Wheel• Use of Children’s Literature

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Direct Teaching of Feeling Vocabulary

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English/Spanish

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Classroom Example

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Example

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• Provide emotional labels as children experience various affective states -“Tamika and Tanya seem really happy to be playing together! They keep hugging each other!”

Indirect Teaching

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• If you are happy and you know it…add new verses to teach feelings– If you’re sad and you know it, cry a tear..”boo

hoo”– If you’re mad and you know it, use your words

“I’m mad”– If you’re scared and you know it ask for help,

“help me”– If you’re happy and you know it, hug a friend– If you’re tired and you know it, give a yawn.

Use of Songs and GamesSample Song

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Sample Game

• How does your face look when you feel proud?

• What makes you feel proud?

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Sample Game

Make a _____ face.

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Sample Game

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• Discuss typical situations that happen when children are together: “How would you feel if this happened to you?”– Example: Jeremy wanted to play ball with

Katie and Wu-ying today, but they wouldn’t let him. How do you think that made him feel? How do you think you would feel if that happened to you? What could Jeremy try next time?

Play: How Would You Feel If?

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• Teachers and children can “check in” each morning by choosing a feeling face that best describes their affective state and putting it next to their name. Children can be encouraged to change their feeling faces throughout the day as their feelings change.

Checking InHow do you feel today?

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Simple Solution KITS! Teachers NOT

Trying new Ideas? Increase support!• It can be hard to learn something

new and then have to create a whole new area without support.After our trainings the teachers were given tools and given support in the classroom on how to use them.

• We gave Edgewater Early Learning Center in Chicago a “Simple Solutions Kit” It included tools that the teachers could use to create the new centers! The teachers discussed what tools theyliked best and which they would like to try first! Teachers were then more likely to implement new ideas shown at the trainings!

Simple Solutions Educational ServicesSimple Solutions Educational ServicesSimple Solutions Educational ServicesSimple Solutions Educational Services© 2009200920092009 [email protected]

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Visuals Of What Children AND Adults are in the Room and what how they are this morningRoom 13 Uses a Key Ring at Uptown and this is Logan Sqaure

Simple Solutions Adaptation

Feeling Dice/Feeling Wheel

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Video 2.10c: Emotional Literacy Activities(Book Activity)

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DisappointedEmbarrassed

ProudScaredAngry

ExcitedLonely

On Monday When it Rainedby Cherryl Kachenmeister

Book Example

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On Monday When

it Rained

Glad MonsterSad Monster

Hands Are Not for Hitting

Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html

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2.4

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On Monday When It RainedBook Nook Activity Example

“I feel excited when I get to go to my friend Coby’s

house to play.”

“I feel upset when my mommy didn’t get me

anything.”

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Video 2.11: Hands Are Not For Hitting

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Characteristics of Classrooms ThatFoster Emotional Literacy

*Books about feelings are read and are available in the story center.*Photos of people with various emotional expressions are displayed.*Teachers label their own feelings.*Teachers notice and label children’s feelings.*Activities are planned to teach and reinforce emotional literacy.*Children are reinforced for using feeling words.*Efforts occur daily.

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2.6

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Identifying Feelings in Self and Others

• Learning words for different feelings• Empathy training • Learning to recognize how someone else is

feeling– Facial cues– Body language– Tone of voice– Situational cues

• Learning how to control anger, relax, and calm down

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Empathy

Empathy is the identification with and understanding of

another’s feelings and situation.

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Teaching Empathy

• Model empathy• “Alike” & “different” activities

• Draw children’s attention to how others are feeling

• Role plays and role reversals• Reinforce empathy behaviors

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Take 3 deep breaths…1..2..3

Adapted from Incredible Years Dinosaur School

Relaxation Thermometer

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Key Concepts with Feelings

• Feelings change• You can have more than

one feeling about something

• You can feel differently than someone else about the same thing

• All feelings are valid – it is what you do with them that counts

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Controlling Anger and Impulse

• Recognizing that anger can interfere with problem solving

• Learning how to recognize anger in oneself and others

• Learning how to calm down• Understanding appropriate ways to

express anger

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Turtle Technique

Recognize Recognize

that you that you

feel angry. feel angry.

“Think” “Think”

Stop.Stop.

Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, calm, coping coping thoughts. thoughts.

Come out of Come out of shell when shell when

calm and calm and think of a think of a solution.solution.

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Tucker Turtle Takes Time to Tuck and Think

A scripted story to assist with teaching the “Turtle Technique”

By Rochelle LentiniMarch 2005

Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years.

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Tucker Turtle is a terrific turtle. He likes to pl ay with his friends at Wet Lake School.

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But sometimes things happen that can make Tucker re ally mad.

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When Tucker got mad, he used to hit, kick, or yell at his friends. His friends would get mad or upset when he hit,

kicked, or yelled at them.

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Tucker now knows a new way to “think like a turtle” w hen he gets mad.

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He can stop and keep his hands, body, and yelling to himself!

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He can tuck inside his shell and take 3 deep breaths to calm down.

Step 3

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Tucker can then think of a solution or a way to make it better.

Step 4

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Tucker’s friends are happy when he plays nicely and keeps his body to himself. Friends also like it when Tucker uses nice

words or has a teacher help him when he is upset.

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The End!

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Centers!

Turtle Box

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Video 2.13: Turtle Technique

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Dear Parent,Billy did a great job today handling frustration and not getting angry when we ran out of his favorite cookie at snack. Instead of getting upset, Billy took three deep breaths and decided he would try one of the other cookies. That was a great solution and he really liked the new cookie too! You can help Billy at home by: Asking him what he did at school today when we ran out of his favorite cookie. Ask him how he calmed down. Comment on what a great job he did. Tell him that you hope that he will do that again when he gets frustrated about something.

Thank you so much!Mr. Phil

Super Turtle Letter

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Use Turtle Technique within Daily Lessons

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2.7

Would it be safe?Would it be fair?How would everyone feel?

Problem Solving Steps

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Step 2

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Help the Child Think of a Possible Solution:

•Get a teacher•Ask nicely•Ignore•Play•Say, “Please stop.”•Say, “Please.”•Share•Trade toys/item•Wait and take turns

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The Solution Kit

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Simple Solutions at Edgewater Early Childhood!

Simple Solutions Educational ServicesSimple Solutions Educational ServicesSimple Solutions Educational ServicesSimple Solutions Educational Services© 2009200920092009 [email protected]

Uptown!

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Logan Square!!

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Social Skills Curriculums

• www.socialthinking.com• www.lakeshorelearning• www.cfchildren.org/programs/ssp/early-

learning/• DECA

Ask for a Break

• A short break could help you come back better to think through a problem

• Ask for a drink of water, go to the bathroom, take three deep breaths, do something you like ( color for a few minutes)

• Sometimes we need a break from our friends

Times to ask for a break:

• Sleepy • Frustrated • Overwhelmed

Simple Solutions Educational Services © 2010 [email protected] 866-660-3899

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Lose a Game…Win a Friend!

• Being a sore loser can then led to not only losing the game but a friend!

• You can play and win another time

• Everyone should get a chance to win

• Win a friend by saying “good game”

Simple Solutions Educational Services© 2010 [email protected] 866-

Video 2.14a: Solution Kit Examples

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Problem Solving

• Learning problem solving steps• Thinking of alternative solutions• Learning that solutions have

consequences• Learning to evaluate solutions - Is it

safe? Is it fair? Good feelings?• What to do when a solution doesn’t

work

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Problem-Solving Activities

• Problematize everything– “We have 6 kids at the snack table

and only one apple. We have a problem. Does anyone have a solution?”

• Play “What would you do if…?”• Children make their own “solution

kits”• Children offer solutions to problems

that occur in children’s stories

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Supporting Young Children with Problem-Solving in the Moment

• Anticipate problems• Seek proximity• Support • Encourage; and • Promote

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Pulling It All TogetherActivity

What is the behavior?

Why might Jack be doing this?

What can I do to prevent this behavior?

What new skills can we teach?

Jack keeps getting up and leaving circle

He is bored•Give him a job during circle•Find out something he really likes and embed it into circle time•Make a choice board for who he sits by, what songs to sing, what books to read•Make a picture schedule that shows him when his favorite part of circle will happen•Have an adult sit next to him and encourage him for participating in circle

•How to indicate when he is finished with an activity•Ability to attend for longer periods of time

He doesn’t know what to do

•Make a picture schedule that shows him the order of activities within circle•Prior to circle, use the picture schedule to explain to him what will happen in circle•Refer to the picture schedule during circle•Have an adult sit by him and talk to him about what is happening•Provide descriptive feedback for him while he is at circle

•How to ask for help when he doesn’t know how to do something

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2.8

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Key Point: Intentionally Teach!(Teach me what to do!)

– Friendship skills– Emotion words/feelings– How to recognize feelings in oneself and

others– How to “calm down”– How to control anger and impulse– How to problem solve

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• Group play: centers and outside play with peers


Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction

• Peers give up toys/items• Peers leave area• Adults intervene with negative attention to Tim


• Pre-teach skills by role playing via scripted story

• Use visual cards to help him remember lessons when in difficult situation

• Self-monitoring form to work on new skills

• Asking to play• Everyone can play with the toys

• Asking for teacher’s help


To Use o New Skill:

Tim’s Support Planning Chart

Function : Obtain toy/play





To Use o New Skill:

Support Planning Chart

Function :

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Pulling It All TogetherActivity

What is the behavior?

Why might _____be doing

this?

What can I do to prevent this behavior?

What new skills can we teach?

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2.8

Ounce training march 2nd

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Transcript of Ounce training march 2nd